Inclusion in education: A step towards social justice

Research output: Contribution to journalArticle

65 Citations (Scopus)

Abstract

This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial stages of a three-year participatory action research project involving eight primary schools located in Dar es Salaam and Pwani (Coast) regions of Tanzania. The project aims to develop an Index of Inclusion in Tanzania. There are numerous barriers to inclusion at national, community and school levels. Both the literature review and the emerging findings of the project suggest some progress has been made towards inclusive, just and quality education in Tanzania but there is still a long way to go. textcopyright 2010 Elsevier Ltd.
Original languageEnglish
JournalInternational Journal of Educational Development
DOIs
Publication statusPublished - 2011

Fingerprint

social justice
Tanzania
inclusion
education
political theory
action research
disability
literature review
primary school
coast
research project
school
community
project
index

Keywords

  • Education for All
  • Inclusive education
  • Low-income countries
  • Social justice

Cite this

@article{7dfab57137c8434a83c798816576062c,
title = "Inclusion in education: A step towards social justice",
abstract = "This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial stages of a three-year participatory action research project involving eight primary schools located in Dar es Salaam and Pwani (Coast) regions of Tanzania. The project aims to develop an Index of Inclusion in Tanzania. There are numerous barriers to inclusion at national, community and school levels. Both the literature review and the emerging findings of the project suggest some progress has been made towards inclusive, just and quality education in Tanzania but there is still a long way to go. textcopyright 2010 Elsevier Ltd.",
keywords = "Education for All, Inclusive education, Low-income countries, Social justice",
author = "Filiz Polat",
year = "2011",
doi = "10.1016/j.ijedudev.2010.06.009",
language = "English",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "Elsevier",

}

TY - JOUR

T1 - Inclusion in education: A step towards social justice

AU - Polat, Filiz

PY - 2011

Y1 - 2011

N2 - This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial stages of a three-year participatory action research project involving eight primary schools located in Dar es Salaam and Pwani (Coast) regions of Tanzania. The project aims to develop an Index of Inclusion in Tanzania. There are numerous barriers to inclusion at national, community and school levels. Both the literature review and the emerging findings of the project suggest some progress has been made towards inclusive, just and quality education in Tanzania but there is still a long way to go. textcopyright 2010 Elsevier Ltd.

AB - This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial stages of a three-year participatory action research project involving eight primary schools located in Dar es Salaam and Pwani (Coast) regions of Tanzania. The project aims to develop an Index of Inclusion in Tanzania. There are numerous barriers to inclusion at national, community and school levels. Both the literature review and the emerging findings of the project suggest some progress has been made towards inclusive, just and quality education in Tanzania but there is still a long way to go. textcopyright 2010 Elsevier Ltd.

KW - Education for All

KW - Inclusive education

KW - Low-income countries

KW - Social justice

U2 - 10.1016/j.ijedudev.2010.06.009

DO - 10.1016/j.ijedudev.2010.06.009

M3 - Article

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

ER -